Special Educational Needs

SEND School Information Report

Welcome to Wales High School’s Special Educational Needs and Disabilities (SEND) School Information Report – the information included will be updated annually in line with guidance in the 2014 Code of Practice. (Last updated January 2019)

Wales High School endeavours to be an inclusive school and offers a wide range of provision to support children with SEND. The range of support deployed will be tailored to individual need following thorough assessment by internal or external agencies. It is designed to promote pupils working towards becoming independent and resilient learners in line with our Mission Statement aim of working together to create a stimulating and challenging learning environment, with high quality teaching, in an atmosphere of tolerance, free from any form of prejudice.

1.The kinds of SEND for which provision is made at the school:

The school philosophy is to develop and safeguard the whole child, spiritually, academically, physically and emotionally. We endeavour to do this by providing maximum curriculum opportunity to which all students are entitled irrespective of their special educational needs and/or disabilities. Wales High School endeavours to be an inclusive school, this policy document and work carried out within this curriculum area forms part of a wider support system within the school. The SEND policy (available on the school website) has been developed in line with school’s mission statement and other current policies in school.

We acknowledge that that all students may, from time to time, have special educational needs and that within the school students may fall into several categories, their needs will be addressed by different strategies including those with and without EHC plans. The school acknowledges all teachers are teachers of SEND.

Definition of Special Educational Needs

The Definition of Special Educational Needs from the Special Educational Needs and Disability (SEND) Code of Practice: for 0-25 years (2014) states:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

have a significantly greater difficulty in learning than the majority of others of the same age; or

have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

Special educational provision is provision that is additional to or different from that made generally for other children or young people of the same age.

The 2014 SEND Code of Practice outlines four areas of special educational need that include a range of difficulties and conditions:

1 Communication and Interaction

2 Cognition and Learning

3 Social Emotional and Mental Health

4 Sensory and/or Physical

We realise that this is not an exhaustive list and that students may not fall exclusively within one category. It is also recognised that the above difficulties may be short or long term although students with combined difficulties tend to be catered for with long term goals in mind. The Learning Support Department plays one role within the inclusive nature of the school.

As a school we also acknowledge that some students may reach their full academic potential although their achievements may be low when compared to their peers and national standards.

It must be recognised that all children start school with varied experiences and usually need some time to settle in and engage with new learning opportunities before any intervention and support is put in place

Information, in relation to mainstream schools and maintained nursery schools, about the school’s policies for the identification and assessment of pupils with SEND

The school follows the 2014 SEN Code of Practice and identifies those students who require additional support from either within the school’s resources and or from external agencies and those whose additional needs have been acknowledged through EHC Plans.

All students known to have special educational needs are recorded on the Special Educational Needs register. The register is fluid, is regularly monitored and individual needs are discussed on a rolling programme throughout the year, these discussions follow calendared assessment points.

K – School Support that is additional to or different from the majority of peers

E – EHCP in place

Wales High School follows the Graduated Response as set out in the 2014 Code of Practice where students identified as having possible SEND are assessed using a cycle of:

Assess, Plan, Do, Review

Our first response is always to provide high quality teaching. Where progress continues to be less than expected, the class or subject teacher, working with the SENDCo, will assess whether the child has a special educational need. If deemed necessary we will then plan and implement appropriate interventions designed to improve progress. We will monitor pupil responses and review to identify their particular needs in order to provide the right provision. Indicators we may use to identify difficulties with accessing learning are:

Significantly less progress than that of their peers starting from the same baseline.

Failure to match or better the child’s previous progress.

Failure to close the attainment gap between the child and their peers.

Outside agency involvement.

Special educational provision is provision that is additional to or different from that made generally for other children or young people of the same age.

Assessment / Diagnosis/ testing

All students transferring to Wales High School in Y7 should bring with them assessment data. Subsequent testing early in Y7 includes reading tests. The Learning Support Department may carry out further detailed tests. Tests may include…

Lucid Exact

Vernon Spelling Test

Analysis of unaided writing.

Referral to an outside agency eg CAMHS

Assessments for examination access dispensations will be completed by a specialist member of the team towards the end of Year 9.

Information about the school’s policies for making provision for pupils with SEND whether or not pupils have EHC plans, including:

a) How the school evaluates the effectiveness of provision for such pupils

The governing body evaluate the success of the education provided in the school for students with special educational needs through an annual report to the Governing Body. The report which is forwarded in the autumn term will reflect on the latest academic year and predict and plan for the forthcoming year.

The effectiveness of the provision provided by the department is reviewed through a range of methods throughout the year: ongoing lesson observations, learning walks, work scrutiny, data analysis, examination and end of key stage reviews as well as staff appraisals. Senior leadership, senior management and peer assessment are used in these evaluations.

b) The school’s arrangements for assessing and reviewing the progress of pupils with SEND

See assessment information section 2 above.

A member of the Learning Support Department will be in attendance at all Parents’ Evenings and appointments can be made to discuss individual student progress. Parents have the right to be informed of their child’s progress and the Learning Support Department has an important role to play in this area and will adhere to the regulations outlined in the 2014 Code of Practice relating to the importance of parent partnership. Parents of students with an EHC Plan will be invited to the Annual Review of their child and encouraged to formally present their views on their child’s progress and the role of the school in their child’s education.

Intervention Strategy Meetings (ISM) meetings for each year group take place 3 times a year following assessment points. At ISM meetings the progress of every student is reviewed and if required appropriate interventions actioned to address underachievement. Members of the Learning Support Department attend all these meetings.

Arrangements for those pupils who are Looked After and have SEND.

In accordance with legislation there is a designated person who is responsible for overseeing the needs of all Looked After Children (CLA) students in school. The designated person attends all reviews and ensures that the needs of all CLA students are met. The use of Pupil Premium Plus funds is key to meeting the needs of those CLA students who also have SEND.

c) The school’s approach to teaching pupils with SEND

Where possible, students with SEND will be taught alongside their peers in the mainstream classroom towards our aim of providing Quality First Teaching. Teachers will address specific needs through appropriate differentiation, pace of teaching, grouping and use of additional adult support. Where necessary, a small number of students will be withdrawn from some lessons to receive small group or individual support. Withdrawal is closely monitored to ensure that there is minimal impact on an individual’s access to a broad and balanced curriculum.

d) How the school adapts the curriculum and learning environment for pupils with SEND

Access to the curriculum for students with SEND is achieved through inclusion in smaller groups where appropriate, in-class support from Teaching Assistants and differentiation; differentiation is not the sole province of the Learning Support Department but the department will support staff in this area.

Modified curriculum KS3

Having established a “diagnostic baseline” for students a “tiered”, modified curriculum will be provided via the Maths, English, Humanities and Modern Foreign Language timetable for students in years 7, 8 & 9.

In Year 7 students may be directed towards The World Studies group. In addition Year 7 students who have not attained the national standard in KS2 National Curriculum tests may be included in additional withdrawal lessons for Literacy and or Numeracy. Specific Literacy and Numeracy programmes are offered where identified. Y7 students who would benefit from support in the area of emotional literacy are included in bespoke programmes, this is delivered by Teaching Assistants through small group work.

In Years 8 & 9 some students are directed towards World Studies groups with a focus on literacy support. This replaces MFL (Modern Foreign Languages) on the timetable. Members of the Learning Support Department will teach these lessons. In parallel with this provision, bottom sets in English will be taught by members of the Learning Support Department where possible.

Identified maths support is provided for students by specialist Maths teachers to address individual difficulties. Parental permission is sought and consultation made between English, Maths, MFL (Modern Foreign Languages) and the Learning Support Department before students are invited to take advantage of these options. Students in the Year 8 World Studies groups will continue to access this provision in Year 9.

Students for whom English is an additional language will be provided with an individualised approach to their language acquisition; this may include 1-1 withdrawal, in class support and the provision of specific differentiated materials. The level of support will vary depending upon the students’ progress and confidence.

Modified curriculum KS4

Students in year 9 who experience learning difficulties and have had continued support from the Learning Support Department throughout Key Stage 3 may, after discussion with parents and senior staff, be guided towards vocational courses.

For a minority of students an individualised timetable may be required in key Stage 4.

Homework Club

The Homework Club runs each lunchtime and is supervised by members of the Learning Support Department. Homework Club offers support with homework, resources to enhance homework, access to textbooks, an opportunity to discuss worries and leisure activities. There is open access to Homework Club to all students within the school. The Homework Club also plays a major role in providing a secure environment for vulnerable students during unstructured times.

How the broad and balanced curriculum for each year is adapted or made accessible for pupils with SEND

Wales High School fully supports the principle that students with special educational needs require the greatest possible access to a balanced and broadly based curriculum (including the National Curriculum)

Wales High School also recognises that the extent to which a learning difficulty influences a student’s development depends not only on the nature and severity of the difficulty, other factors may impact on the student’s learning; e.g.

the appropriateness of teaching and learning styles.

the appropriateness of the subject content.

the appropriateness of the school’s curriculum pattern.

a student’s motivation, self-confidence and self-esteem.

the extent to which the environment supports the student in coping

with their difficulties.

For these reasons Wales High School takes particular care to ensure that all students with special educational needs participate fully in a broad and balanced curriculum by:

Considering the needs of students with special educational needs at all stages of curriculum development.

Working closely with specialist support services.

Investigating, with specialist advice the appropriateness of specialised equipment and or technology, which might best support a student.

Coordinating the support and resources available within the school to facilitate the effective curriculum access for students.

Wales High School advocates the practice of supporting students in the mainstream classroom as far as possible regardless of their learning, physical or medical difficulties towards our aim of providing an inclusive approach to Quality First Teaching.

e) Additional support for learning that is available to students with SEND

See above.

In addition the school employs experienced Higher Level Teaching Assistants who lead on SEND in each of the year groups in school. There is a committed team of Teaching Assistants based in the Learning Support Department who follow a child-based approach, supporting students in lessons. There are also numerous Intervention Coaches across English, Maths, Humanities, Music, Art and Science departments who deliver subject- specialist in class support and run instruction classes. Seven Pupil Support Assistants support students experiencing issues with their learning for each year group as part of the strong pastoral team.

f) How the school enables students with SEND to engage in the activities of school (including physical activities) together with children who do not have SEND

All students at Wales High School regardless of their special educational needs have the opportunity to join in the activities of the school. Students with physical and or medical needs are fully integrated into all aspects of school life. To facilitate this integration specialist equipment and additional staffing will be provided if required. Where extra-curricular activities are involved (including trips to different countries) the school will endeavour to ensure that arrangements are made to accommodate the needs of students with physical, behavioural and or medical needs. The school ensures that staff are suitably trained in the medical care required for specific students (e.g. Epipen training for anaphylactic shock, epilepsy training, diabetes training) staff named in individual care plans complete updates in training at the required time intervals. Students requiring care plans have these updated by the LA nurse at the required time intervals. Risk assessments are monitored in a similar manner and in line with L.A. recommendations.

g) Support that is available for improving social, emotional and mental health development of pupils with SEND

Wales High School recognises that improving the social, emotional and mental health of students is key to ensuring that they feel safe and secure in school and that they are able to fulfil their true potential and develop into well-adjusted adults in society.

Each year group has a Pupil Support Assistant who in partnership with the Head of Year and pastoral team supports the social, emotional and mental development of students through counselling and interventions to address specific issues e.g. anger management, self-confidence, assertiveness.

The Learning Support Department deliver SEAL programmes, trains and monitors 6th form mentors who support Year 7 students and assigns key workers to those students requiring support in the areas of Social, Emotional and Mental health (SEMH).

In addition the school employs a private counsellor providing 1-1 counselling for students requiring additional support in this area. Should it be thought necessary, the advice of the school’s Educational Psychologist also supports the school in addressing individual needs.

A new role, SEMH Assistant, has been implemented from September 2016 to address the needs of students with SEMH, providing in class support, small group and 1-1 interventions to complement the work of our counsellor and Educational Psychologist. This colleague is trained as an ELSA (Emotional Literacy Support Assistant).

The Learning Support and pastoral teams have had training in using Emotional Literacy to help support our students. Several members of the team have also completed the Mental Health First Aid qualification.

Information about the expertise and training of staff in relation to children and young people with SEND and how specialist expertise will be secured.

Within the Learning Support Department there are specialist staff.

A named Higher Level Teaching Assistant (HLTA) is responsible for Autism support across school. We provide a specialist small base in school for students requiring support.

A named Higher Level Teaching Assistant (HLTA) is responsible for transition work between primary and secondary phases and works in the local community to ensure a thorough transition programme is in place.

Higher Level Teaching Assistants (HLTAs) work closely with Heads of Year to lead on SEND provision across school, including mentoring, providing support to teachers and building strong home-school links.

Teaching Assistants are encouraged to attain at least a Level 3 qualification in Supporting Teaching and Learning. Several have, or are currently working towards, Degree level qualifications and many have developed specialist knowledge.

Teachers throughout the school are encouraged to ensure that they are up to date with issues related to SEND through a range of ongoing staff CPD. It is important that the department establishes links in all areas of the school. Training may be provided through the school’s SEND staff and from external agencies.

It is recognised that all teachers are teachers of special needs and that class teachers are responsible for the needs of all students within their classes.

The SENDCo attends regular Local Authority meetings for SEND. Staff training needs are met in a variety of ways – school closure days, collaborative planning, extra-curricular meetings, observing good practice, inset and department meetings. The school makes use of the expertise available from a wide range of outside agencies ( See 10 below for list of agencies currently involved in supporting the school)

An SEND toolkit providing information about a range of SEND issues, together with an ever increasing number of individual Student Profiles, is available on the staff server for all teachers to use in their planning for students with SEND.

Specialist advice is sought where appropriate from a wide range of external professionals in order to support our students.

Information about how equipment and facilities to support children with SEND will be secured.

School has close links with the local Priority Health Trust- including physiotherapists, occupational therapist and medical staff – to ensure that medical and therapeutic care is available within the school. Resources, adaptations and specialist equipment required by individual students are also acquired with the advice from the local Priority Health Trust. Close contact is maintained with the Local Authority nurse who advises and checks upon care plans, provides specific training and will support the inclusion of students with medical and physical needs in school. Similar close links are established with the Local Authority advisor for Moving and Handling, who provides training and advice on issues related to this area as necessary.

Through liaison with these external experts adaptation to the environment will be made where these are deemed to be “reasonable adjustments” for the school to make.

In line with current legislation Wales High School is in the main fully accessible for students with physical disabilities. Where access is difficult sympathetic timetabling has been used to ensure that students are taught alongside their peers.

The school will endeavour to cater for the specific needs of all of its disabled students paying particular attention to dignity, self – esteem and independence of individual students. The school has a Disability Equality Scheme which is updated in line with legislation.

Teaching Assistants play a vital role in the development of student independence however, for some students full independence can never be achieved. Where students require assistance appropriate training in moving and handling and risk assessment will be provided for all staff involved. Regular updates in training will be arranged by the SENDCo as appropriate.

Modifications to the school environment and curriculum will be made as and when these are seen to fall into the realm of “reasonable adjustments”

The school has a lift affording access to the first floor in the main building as well as a lift affording access to the first floor in the Millennium block. Wheelchair access has been improved by the installation of a ramp to the main hall.

Disabled toilets are available in three locations in school, two toilets have Clozimat facilities. There are disabled changing facilities in the PE area.

Medicines and medication for students are registered, stored and administered in line with recommendations and duties outlined in the 2015 statutory guidance publication: Supporting Pupils at School with Medical conditions.

The arrangements for consulting parents and carers of children with SEND about and involving such parents in, the education of their child.

It is vital that the Learning Support Department develops close links with parents in order to provide support for students both in school and at home, this should develop a positive, caring, supportive environment to motivate students with Special Educational Needs and/or Disabilities. We endeavour to identify difficulties as early as possible and parents / carers are informed and involved in discussions and planning with regard to supporting individual students.

Students registered on the Special Educational Needs Register may have an individual support plan in place: which could include: an SEND Support Plan, Family CAF (FCAF), Personal Education Plan (PEP) or Child in Need Plan (CIN.). An important aspect of which is the involvement of parents in supporting the student at home. In addition a member of the Learning Support Department will be in attendance at all Parents’ Evenings and appointments can be made to discuss individual student progress. Parents have the right to be informed of their child’s progress and the Learning Support Department has an important role to play in this area and will adhere to the regulations outlined in the 2014 Code of Practice relating to the importance of parent partnership. Parents of students with an EHC Plan will be invited to the Annual Review of their child and encouraged to formally present their views on their child’s progress and the role of the school in their child’s education.

Students in receipt of an EHC Plan may have an SEND Support Plan which will be reviewed regularly.

Also see transition information below.

The arrangements for consulting young people with SEND about, and involving them in, their education

Students with SEND will be encouraged to share their views at regular intervals throughout the year. Student views are formally recorded for EHC Annual Reviews, SEND Support Plan, FCAF, PEP or CIN plan reviews. Adult support is offered to ensure that students are able to express their views clearly.

Any arrangements made by the governing body or the proprietor relating to the treatment of complaints from parents, carers, or young people about provision in the school

The governing body at Wales High School follows the procedures outlined by the Local Authority regarding complaints from parents of students with special educational needs concerning the provision made at the school. Parents will be encouraged to firstly speak to teaching staff and the Head Teacher regarding complaints. Should matters be unresolved the parents will be advised of how to proceed further at Local Authority level. The Head teacher will be pleased to meet parents who have any concerns about their child’s special educational needs. Wales High School adopts the philosophy of partnership with parents in the education of their children.

Our SEND Governor is Mr Martin Lister. He can be contacted through the Clerk to the Governing Body, Ms Sarah James at [email protected]

Students are encouraged to speak to staff if they have any issues about the provision in school.

Pupil voice and anti bullying arrangements

Student voice is seen as central to the school, this is reflected through the existence of an active student council and regular student voice questionnaires. Views and opinions highlighted are always given thought and consideration by the Senior Leadership Team and students receive feedback regarding issues raised through these platforms.

There is a clear Anti Bullying Policy, students are encouraged to share concerns with members of staff and to support this there are anti-bullying post boxes in school where students can post concerns regarding issues of bullying, should they feel unable to talk about specific issues.

There are also email addresses and small credit card sized “bullying help cards” for all students to carry with them at all times.

Our Behaviour Policy aims to protect all students in school and especially those most vulnerable and we have a strong ethos of tolerance and acceptance.

School policies also enable us to consider the individual in our response to a student’s behaviour and we pride ourselves in being able to respond appropriately to each given situation as it arises. One rule for all is not always appropriate. A more inclusive approach is followed.

How the governing body involves bodies including health, social care, LA support services, voluntary sector organisations in meeting the needs of pupils with SEND and in supporting the families of such pupils

The SENDCo plays a day to day role in coordinating the support afforded to students from a range of external and internal support agencies currently including:

Buildings Advice and Inspection Unit;

Health and Safety Assessment Services

School Nurse

Social Care

Special Educational Needs Assessment Service;

Specialist Careers Officers

Advisers with expertise in using I.C.T.

Visual Impairment Team

Hearing Impaired Support Team

Physiotherapy service

Occupational Therapy service.

Autism Communication Team

Get Real team

Looked After Children Team.

Risky Business.

Know The Score.

Health specialists

Counsellors

ACE Project

Inclusion Services

Educational Psychology Service

SALT (Speech and Language Therapy)

CAMHS (Child and Adolescent Mental Health Services)

Early Help

Allocation of Teaching Assistant support

ELSA Assistant – semh support

Monitoring of Exam Access Arrrangements (Assessments are carried out by a specialist assessor)

The contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with section 3

Independent, confidential and impartial advice for parents and young people can be accessed via Rotherham SEND Information and Advice Service – SENDIASS (formerly Parent Partnership)

An active Parent Support Group is available within school, all parents of students in our school are welcome. Regular meetings and social events are held. For more information, please contact Mrs H Murray in the Learning Support team at: [email protected]

The school’s arrangements for supporting students with SEND in the transition between phases of education or in preparation for adulthood and independent living

Close liaison between Wales High School and feeder schools is established to ensure a smooth transition between primary and secondary education. A named HLTA is responsible for the transition of Y6 students with SEND. Where a student has a physical disability a key worker (usually a Teaching Assistant) may be required to establish regular contact with primary school to develop early contact and establish relationships with the student and parents well before the student is due to transfer to Wales High School. Similarly students with autistic spectrum conditions will have a key worker who will oversee their specific transition needs. Individual arrangements for transition can be made in exceptional cases to ensure a student’s needs are met.

Preparation for adulthood.

Students with special educational needs due to transfer to post 16 provision or employment will be given early interviews with the Connexions careers advisor in year 10 and subsequent interviews as required. Links with post 16 educational providers have been established and liaisons are made as and when required where applicable Section 139a assessments will take place in liaison with the school’s Connexions advisor. Named HLTAs provide mentoring support in Y11 and Sixth Form to ensure transition choices are informed and suitable.

Y8 and Y9 World Studies Schemes of Work include a unit which investigates individual strengths and weaknesses and links these to potential career opportunities and encourages the students to plan in advance for appropriate option choices and career planning.

A member of the Learning Support Department interviews students with SEND as part of the option choice process to ensure that appropriate options are selected for KS4 study.

13.Information on where the Local Offer is published

Details of the SEND provision for Wales High School and all other schools within the Local Authority can also be found on the Rotherham SEND Local Offer website.

Under The Children and Families Act 2014, Local Authorities and schools are required to publish and keep under review information about services they expect to be available for children and young people with SEN aged 0-25. This is called the ‘Local Offer’.

The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. Rotherham’s Local Offer can be found here:

Autism is a lifelong developmental difficulty which affects how a person communicates with and relates to other people. Wales High School have produced a Parents Guide to Autism available to download by clicking on the image to the left or clicking below.

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